Those beautiful questions.

Last month Edna Sackson published a new blogpost, Liberating the Programme of Inquiry.

Some beautiful questions to drive thinking, to challenge norms and to stir up those creative juices in response the newly published, PYP Enhancement documents. Before the publication of the documents, there had been many rumours and wonderings gleaned from the drip-drip of information coming from the IB. The new long-awaited documents now provide more clarity on the direction of the PYP,

I was recently running a PYP workshop, when Edna’s blog post was raised in open discussion. Some saw these beautiful questions as a relief , a celebration and step in the right direction and embraced the possibilities.

Others were more critical – these beautiful questions were pipe-dreams, un-realistic, and pushed the boundaries of the PYP just a little too far.

Before responding, I paused to reflect and remember that as learners and educators we are all in different places in our ‘PYP journey’, working in different contexts, within different parameters and are developing our understanding through different pathways. So, although I wanted to react and respond to those that were more critical, I understand that some may see these these beautiful questions as just that ….’beautiful’. But I urged…. they are not impossible.

At International School of Ho Chi Minh (ISHCMC) , some of these beautiful questions are very much a reality.

Edna’s Beautiful questions: 

  • What if….whole school unit of inquiry, linked to our whole school focus?
  • What if we we have the same central idea for all the classes at one grade level, but each group of learners develop their own lines of inquiry?

Since 2015 ISHCMC have had a whole school unit of inquiry, under Who we Are. This unit was developed in response to a need in our school of a consistent approach to our understanding of  being a learning community and is the first unit for the beginning of the year across all grade levels and specialists. You can read about the ISHCMC journey developing this HERE.

In 2018 – our whole school Who We Are unit looks like this

 

This central idea and unit was developed for a purpose, a need in the school community and relevant to the school and the needs of the learners at that time. Over the past 3 years we have grown as a school, we have changed as a school and our learners have grown and their needs have developed, so this year we will review our process, our central idea and ask ‘is the purpose still true.’  Our whole community teachers, learners and parents focus on this inquiry as a community and it sets the tone for our year ahead – an inquiry into Who We Are.

Edna’s Beautiful questions:

  • What if units do not follow one after another, but rather overlap and intersect?
  • What if one unit incorporates two trans disciplinary themes? 
  • What if some units are year long, some short, some ongoing… depending on content, concepts, trans disciplinary possibilities and student interest?
  • What if we actively seek unexpected combinations of learning areas, like science and poetry? 
  • What if one unit incorporates two trans disciplinary themes?
  • What if we wait to develop the lines of inquiry till we see where the learners want to take it? 

At ISHCMC we have anumber of units that overlap, that flow into each other ( same central idea but different TD theme and lines of inquiry.  See our POI HERE across our grade levels.

ee 2018

Early Explorers @ISHCMCIB  – POI  – 2018-2019

In Early Explorers this year, we have all four units of inquiry running simultaneously over the year, and are observing as learners are invited to provocations and learning engagements and we are noticing, naming, documenting and responding to learners and their learning.

In Kindergarten last year we had two units running parallel, How the world works and How we express ourselves. (Previous blog post on this)  It allowed for time, space, connections and inquiry to happen. It transformed 2 lots of 6 weeks of  ‘hurry-time’ into 13 glorious weeks of inquiring, curiousity, play and the ‘so what’. Now with the new enhancements this unit has been rolled into one under How we Express Ourselves – with an authentic focus on science and maths, bringing the awe and the wonder to how the world works and how we are inspired to create.

Our Grade 3 team this year have played with theit units of inquiry. That beautiful “what if…” and the culture of the ‘Permission of Yes’.  They have put the authentic needs of their learners first whilst  designing their year. They now have 2 year long units, one of which threads itself through all of the other units of inquiry, because learning is not a silo. They have one unit that re-occurs (because learning never stops) and 3 that now have more time to explore and inquire.

g3 2018

Grade 3 @ISHCMCIB – POI – 2018 – 2019

Edna’s Beautiful questions:

  • What if we actively seek unexpected combinations of learning areas, like science and poetry?

We are forever trying to fit Arts, Music. PSPE etc into our classroom units….but transdisciplinarity in not a one-way highway…. learning is learning.

This year, our Head of PE & I sat and watched kids playing at camp. We observed individuals and groups. We observed who picked up sticks and stones, and what they did with them, who observed and interacted with nature, who created natural game zones and courts and who climbed, ran, sat and played.

This led to a ‘eureka’ moment for both of us. We marveled as we watched and chatted just how much authentic maths and science there was in this 30 minutes of outdoor play.  So… we wondered, why could the maths, science and arts not be integrated and taught through the PE units and lessons? And why could classroom teachers not take more advantage of  more classroom time to bring learners outside to explore maths and science concepts through PE and outdoor exploration?

So, with a stick, drawing in the dirt we started brainstorming and mapping possibilities and opportunities for data collection, measurement , and forces through the athletics component ot the PE unit whilst ensuring learning had multiple pathways as classrooms maths units incorporated athletics and swimming and games into their real ife math applications.

Edna’s Beautiful questions:

  • What if we wait to develop the lines of inquiry till we see where the learners want to take it?

We have a number of units where the first line of inquiry is the tuning in….and we wait.  If it is the learners unit, their inquiry and their learning, why do we insist on planning all 3 lines of inquiry at the beginning of the unit?

But, I wonder if maybe even writing the first line of inquiry is taking it too far?  What if the provocation is exactly that –  a provocation where we as educators observe and wait.  There is power in the wait. It creates that precious ‘think time’. So what if  we as educators also used this ‘wait time’ to observe, to reflect, to probe and to then discuss next steps forward?  (Found this mindful link that explores this idea) and we then bring all the student data back before we go next steps and respond to learners ….and plan which path to take for tuning in and true inquiry.

Edna’s Beautiful questions:

  • What if we analyse our program of inquiry in terms of the concentric circle model and check the balance between opportunities for self discovery and thinking beyond ourselves?

At ISHCMC we don’t have a concentric circle model – although we are watching and learning with interest what Edna and her team are developing and using with their learners at Mt. Scopus.

21st cent

Our Head of School (@rebelleader18)  provoked our thinking last year –  “What if all units focus not just on developing knowledge, understanding and skills but on developing human beings?”

So during our reflections we include the attributes of the 21st Century learner – how did this unit help to develop and contribute to building better humans?

Edna’s Beautiful questions:

  • What if every grade level has at least one unit that is individual and personal, student selected and student driven?

At ISHCMC, our Studio model of self-directed learning allows for complete learner choice and mapping of the learning through the studio.  Follow some of our educator blogs – Making Good Humans & Innovative Inquirers to learn more.

This year, Studio 4 and Grade 3 currently have incomplete central ideas (the ellipsis is our friend!) ….where learners choose how to complete the Central Idea – giving them ownership of the unit, ensuring accountability of their learning and giving them the opportunity to construct their own understanding and to have ownership of their learning.

 

Edna’s Beautiful questions:

  • What if we liberate ourselves from the traditional curriculum prison and explore new vistas? 

Yep….what if ?  What if we were brave and daring? What if we put learners and learning before curriculum and standards and paperwork – What if ? What if we asked more of these beautiful questions and turned them into a reality? What if?

I look forward to reading how others have turned beautiful questions into reality within their learning contexts and how Edna and her team approach their POI review this year – we will be watching , learning and asking more of those beautiful questions.

 

2 thoughts on “Those beautiful questions.

  1. Pingback: Adopting a Flexible Approach to the Curriculum – InquiryBeing

  2. Pingback: Adopting a Flexible Approach to the Curriculum | Educator Voices

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